Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
Games are very carefully designed to build addictive behaviours and therefore should be copied by educators because our students are particularly vulnerable and we can utilise game concepts in order to manipulate them into achieving our outcomes.
W = What do you want to learn?
How to use gamificationalisation to raise student achievement.
L = What have you learned? (we'll do this last one later)
Reflection
The popularity of a game is inversely proportion to its educational value (With some exceptions). I wonder at what point casinos will start offering advice on how to get students to stay in school.
Also immediate feedback is more difficult the more higher order thinking involved in the task. So there appears to be times when gamification is easier than other times.
Level 2
Where do I start?
Art history is boring for many students and could benefit from gamification.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Level 3
Premiers Reading Challenge Reflection
The premiers reading challenge isn't very successful at motivating students to read. A far more successful technique is to find books that students enjoy reading. My 8 year old son will attempt to game the system in any way he can think of to tick off the boxes but he will read independently for hours if the subject is interesting. I think this is a good example of where gamification detracts from the intrinsic motivation to learn.
Zombie Learning Reflection
This was actually inspiring. An example of a passionate teacher who really went above and beyond in order to fulfil his students learning needs and his desire to fulfil his Zombie fetish.
You Try/ A final reflection
I have emailed three 'games' that I have created that use gamification concepts to teach knowledge of Art History and subject specific language. These games are small stand alone modules that would be used to support units that also used more traditional approaches to learning like classroom discussions and essays. The three 'games' can be quickly adapted to suit different units of work.
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
5.10 demonstrates how art criticism and art history construct meanings (Stage 5 Visual Art Syllabus)
In order to successfully demonstrate this outcome students need some knowledge of art history and the necessary language to access this information. The games help provide this basic platform of information and allow the teacher to focus on reaching this outcome.
Description of your audience (Age, likes and dislikes, motivations etc) These games are designed for High School Visual Arts students. Stages 4, 5 and 6.
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game) The games are designed as small modules to supplement traditional teaching methods rather than replace them. I feel this is important because the final method of assessing these students achievement is very traditional and therefore students need experience responding in this manner. Also, they focus on teaching knowledge which is easy to produce automatic, immediate feedback or 'score'. For this reason they need to be delivered as part of a unit that teaches higher order thinking as well.
Game Elements (Game Dynamics, Game Mechanics and Game Components)
The games have scores, lives and sound which provide immediate rewards for the student. They enable students to retry the games in order to improve their score.
Fun check Some easy fun with immediate feedback and the presentation of information in a novel way. Some hard fun in that the games are pitched in such a way that students shouldn't be able to master them on their first go.
Have you filled in the evaluation? YES
Have you found the bonus level content? YES
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
Games are very carefully designed to build addictive behaviours and therefore should be copied by educators because our students are particularly vulnerable and we can utilise game concepts in order to manipulate them into achieving our outcomes.
W = What do you want to learn?
How to use gamificationalisation to raise student achievement.
L = What have you learned? (we'll do this last one later)
Reflection
The popularity of a game is inversely proportion to its educational value (With some exceptions). I wonder at what point casinos will start offering advice on how to get students to stay in school.Also immediate feedback is more difficult the more higher order thinking involved in the task. So there appears to be times when gamification is easier than other times.
Level 2
Where do I start?
Art history is boring for many students and could benefit from gamification.Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Level 3
Premiers Reading Challenge Reflection
The premiers reading challenge isn't very successful at motivating students to read. A far more successful technique is to find books that students enjoy reading. My 8 year old son will attempt to game the system in any way he can think of to tick off the boxes but he will read independently for hours if the subject is interesting. I think this is a good example of where gamification detracts from the intrinsic motivation to learn.Zombie Learning Reflection
This was actually inspiring. An example of a passionate teacher who really went above and beyond in order to fulfil his students learning needs and his desire to fulfil his Zombie fetish.You Try/ A final reflection
I have emailed three 'games' that I have created that use gamification concepts to teach knowledge of Art History and subject specific language. These games are small stand alone modules that would be used to support units that also used more traditional approaches to learning like classroom discussions and essays. The three 'games' can be quickly adapted to suit different units of work.Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
5.10 demonstrates how art criticism and art history construct meanings (Stage 5 Visual Art Syllabus)
In order to successfully demonstrate this outcome students need some knowledge of art history and the necessary language to access this information. The games help provide this basic platform of information and allow the teacher to focus on reaching this outcome.
Description of your audience (Age, likes and dislikes, motivations etc)
These games are designed for High School Visual Arts students. Stages 4, 5 and 6.
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
The games are designed as small modules to supplement traditional teaching methods rather than replace them.
I feel this is important because the final method of assessing these students achievement is very traditional and therefore students need experience responding in this manner.
Also, they focus on teaching knowledge which is easy to produce automatic, immediate feedback or 'score'.
For this reason they need to be delivered as part of a unit that teaches higher order thinking as well.
Game Elements (Game Dynamics, Game Mechanics and Game Components)
The games have scores, lives and sound which provide immediate rewards for the student. They enable students to retry the games in order to improve their score.
Fun check
Some easy fun with immediate feedback and the presentation of information in a novel way. Some hard fun in that the games are pitched in such a way that students shouldn't be able to master them on their first go.
Have you filled in the evaluation? YES
Have you found the bonus level content? YES